case study

(INTRODUTION TO LINGUISTICS)

TABLE OF CONTENT                                                                                     Page/s

Table of Content ………………………………………..                                       i

Abstract/Summary ……………………………………..                                        ii

Definition of terms……………………………………....                                       iii

I.        Introduction …………………………………………                                        1

II.        Personal Data……………………………………….                                       13

III.        Family History……………………………………….                                       14

IV.        Developmental History……………………………..                                       15

V.        Educational Development………………………….                                      16

VI.        Social and Psychological Development…………..                                     17

VII.        Home Environment…………………………………                                       17

VIII.        Neighborhood and Peer Group…………………...                                       18

IX.        Action Taken………………………………………..                                        20

X.        Analysis and Interpretation………………………..                                        20      

XI.        Recommendation………………………………….                                         22

XII.        References…………………………………………                                         23

XIII.        Appendices ………………………………………..                                          24

i

ABSTACT/ SUMMARY

Stuttering also known as stammering (alalia literalis or anarthria literalis), is a speech disorder in which the flow of speech is disrupted by involuntary repetitions and prolongations of sounds, syllables, words or phrases as well as involuntary silent pauses or blocks in which the person who stutters is unable to produce sounds. The term stuttering is most commonly associated with involuntary sound repetition, but it also encompasses the abnormal hesitation or pausing before speech, referred to by people who stutter as blocks, and the prolongation of certain sounds, usually vowels and semivowels. For many people who stutter, repetition is the primary problem. Blocks and prolongations are learned mechanisms to mask repetition, as the fear of repetitive speaking in public is often the main cause of psychological unease. The term "stuttering" covers a wide range of severity, encompassing barely perceptible impediments that are largely cosmetic to severe symptoms that effectively prevent oral communication.

The impact of stuttering on a person's functioning and emotional state can be severe. This may include fears of having to enunciate specific vowels or consonants, fears of being caught stuttering in social situations, self-imposed isolation, anxiety, stress, shame, or a feeling of "loss of control" during speech. Stuttering is sometimes popularly

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Associated with anxiety but there is actually no such correlation (though as mentioned social anxiety may actually develop in individuals as a result of their stuttering). Stuttering is not reflective of intelligence.

Stuttering is generally not a problem with the physical production of speech sounds or putting thoughts into words. Acute nervousness and stress can trigger stuttering in persons predisposed to it, and living with a highly stigmatized disability can result in anxiety and high allostatic stress load (i.e., chronic nervousness and stress) that reduce the amount of acute stress necessary to trigger stuttering in any given person who stutters, exacerbating the problem in the manner of a positive feedback system; the name 'Stuttered Speech Syndrome' has been proposed for this condition. Neither acute nor chronic stress, however, itself creates any predisposition to stuttering.

The disorder is also variable, which means that in certain situations, such as talking on the telephone, the stuttering might be more severe or less, depending on the anxiety level connected with that activity. Although the exact etiology or cause of stuttering is unknown, both genetics and neurophysiology are thought to contribute. There are many treatments and speech therapy techniques available that may help increase fluency in some people who stutter to the point where an untrained ear cannot identify a problem; however, there is essentially no cure for the disorder at present, although many treatments are available.

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I.INTRODUCTION

Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called "disfluencies." Most people produce brief disfluencies from time to time. For instance, some words are repeated and others are preceded by "um" or "uh." Disfluencies are not necessarily a problem; however, they can impede communication when a person produces too many of them.

In most cases, stuttering has an impact on at least some daily activities. The specific activities that a person finds challenging to perform vary across individuals. For some people, communication difficulties only happen during specific activities, for example, talking on the telephone or talking before large groups. For most others, however, communication difficulties occur across a number of activities at home, school, or work. Some people may limit their participation in certain activities. Such "participation restrictions" often occur because the person is concerned about how others might react to disfluent speech. Other people may try to hide their disfluent speech from others by rearranging the words in their sentence (circumlocution), pretending to forget what they wanted to say, or declining to speak. Other people may find that they are excluded from participating in certain activities because of stuttering. Clearly, the impact of stuttering on daily life can be affected by how the person and others react to the disorder.

What are signs and symptoms of stuttering?

Stuttered speech often includes repetitions of words or parts of words, as well as prolongations of speech sounds. These disfluencies occur more often in persons who stutter than they do in the general population. Some people who stutter appear very tense or "out of breath" when talking. Speech may become completely stopped or blocked. Blocked is when the mouth is positioned to say a sound, sometimes for several seconds, with little or no sound forthcoming. After some effort, the person may complete the word. Interjections such as "um" or "like" can occur, as well, particularly when they contain repeated ("u- um- um") or prolonged ("uuuum") speech sounds or when they are used intentionally to delay the initiation of a word the speaker expects to "get stuck on."

How is stuttering diagnosed?

Identifying stuttering in an individual's speech would seem like an easy task. Disfluencies often "stand out" and disrupt a person's communication. Listeners can usually detect when a person is stuttering. At the same time, however, stuttering can affect more than just a person's observable speech. Some characteristics of stuttered speech are not as easy for listeners to detect. As a result, diagnosing stuttering requires the skills of a certified speech-language pathologist (SLP).

During an evaluation, an SLP will note the number and types of speech disfluencies a person produces in various situations. The SLP will also assess the ways in which the person reacts to and copes with disfluencies. The SLP may also gather information about factors such as teasing that may make the problem worse. A variety of other assessments (e.g., speech rate, language skills) may be completed as well, depending upon the person's age and history. Information about the person is then analyzed to determine whether a fluency disorder exists. If so, the extent to which it affects the ability to perform and participate in daily activities is determined.

For young children, it is important to predict whether the stuttering is likely to continue. An evaluation consists of a series of tests, observations, and interviews designed to estimate the child's risk for continuing to stutter. Although there is some disagreement among SLPs about which risk factors are most important to consider, factors that are noted by many specialists include the following:

    a family history of stuttering

    stuttering that has continued for 6 months or longer

    presence of other speech or language disorders

    strong fears or concerns about stuttering on the part of the child or the family

No single factor can be used to predict whether a child will continue to stutter. The combination of these factors can help SLPs determine whether treatment is indicated.

For older children and adults, the question of whether stuttering is likely to continue is somewhat less important, because the stuttering has continued at least long enough for it to become a problem in the person's daily life. For these individuals, an evaluation consists of tests, observations, and interviews that are designed to assess the overall severity of the disorder. In addition, the impact the disorder has on the person's ability to communicate and participate appropriately in daily activities is evaluated. Information from the evaluation is then used to develop a specific treatment program, one that is designed to:

    help the individual speak more fluently,

    communicate more effectively, and

    participate more fully in life activities.

What treatments are available for stuttering?

Most treatment programs for people who stutter are "behavioral." They are designed to teach the person specific skills or behaviors that lead to improved oral communication. For instance, many SLPs teach people who stutter to control and/or monitor the rate at which they speak. In addition, people may learn to start saying words in a slightly slower and less physically tense manner. They may also learn to control or monitor their breathing. When learning to control speech rate, people often begin by practicing smooth, fluent speech at rates that are much slower than typical speech, using short phrases and sentences. Over time, people learn to produce smooth speech at faster rates, in longer sentences, and in more challenging situations until speech sounds both fluent and natural. "Follow-up" or "maintenance" sessions are often necessary after completion of formal intervention to prevent relapse.

What can I do to communicate better with people who stutter?

Often, people are unsure about how to respond when talking to people who stutter. This uncertainty can cause listeners to do things like look away during moments of stuttering, interrupt the person, fill in words, or simply not talk to people who stutter. None of these reactions is particularly helpful, though. In general, people who stutter want to be treated just like anybody else. They are very aware that their speech is different and that it takes them longer to say things. Unfortunately, though, this sometimes leads the person to feel pressure to speak quickly. Under such conditions, people who stutter often have even more difficultly saying what they want to say in a smooth, timely manner. Therefore, listeners who appear impatient or annoyed may actually make it harder for people who stutter to speak.

When talking with people who stutter, the best thing to do is give them the time they need to say what they want to say. Try not to finish sentences or fill in words for them. Doing so only increases the person's sense of time pressure. Also, suggestions like "slow down," "relax," or "take a deep breath" can make the person feel even more uncomfortable because these comments suggest that stuttering should be simple to overcome, but it's not!

Of course, different people who stutter will have different ways of handling their speaking difficulties. Some will be comfortable talking about it with you, while others will not. In general, however, it can be quite helpful to simply ask the person what would be the most helpful way to respond to his or her stuttering. You might say something like, "I noticed that you stutter. Can you tell me how you prefer for people to respond when you stutter?" Often, people will appreciate your interest. You certainly don't want to talk down to them or treat them differently just because they stutter. However, you can still try to find a matter-of-fact, supportive way to let them know that you are interested in what they are saying, rather than how they're saying it. This can go a long way toward reducing awkwardness, uncertainty, or tension in the situation and make it easier for both parties to communicate effectively.

What causes stuttering?

The exact cause of stuttering is unknown. Recent studies suggest that genetics plays a role in the disorder. It is thought that many, if not most, individuals who stutter inherit traits that put them at risk to develop stuttering. The exact nature of these traits is presently unclear. Whatever the traits are, they obviously impair the individual's ability to string together the various muscle movements that are necessary to produce sentences fluently.

Not everyone who is predisposed to stutter will develop the disorder. For many, certain life events are thought to "trigger" fluency difficulty. One of the triggers for developmental stuttering may be the development of grammar skills. Between the ages of 2 and 5 years, children learn many of the grammatical rules of language. These rules allow children to change immature messages ("Mommy candy") into longer sentences that require coordination to produce fluently ("Mommy put the candy in my backpack"). A child who is predisposed to stutter may have no difficulty speaking fluently when sentences are only one or two words long. However, when the child starts trying to produce longer, more complex sentences, he or she may find himself or herself not quite up to the challenge-and disfluent speech results.

After stuttering has started, other factors may cause more disfluencies. For example, a child who is easily frustrated may be more likely to tighten or tense speech muscles when disfluencies occur. Such tension may increase how long a disfluency lasts. Listeners' responses to stuttering (e.g., teasing) can aggravate fluency difficulties as well. People who stutter vary widely in how they react to the disfluencies in their speech. Some appear to be minimally concerned. Others-especially those who have encountered unfavorable reactions from listeners-may develop emotional responses to stuttering that hinder speech production further. Examples of these emotions include shame, embarrassment, and anxiety.

How common is stuttering and when does it typically start?

Usually, the symptoms of developmental stuttering first appear between the ages of 2½ and 4 years. Although less common, stuttering may start during elementary school. Stuttering is more common among males than females. Among elementary school-age children, it is estimated that boys are three to four times more likely to stutter than girls. Preschoolers may show little or no awareness of their speech difficulties, particularly during the early stages of the problem. Throughout the school years and beyond, however, most people who stutter become increasingly aware of their speech difficulties and how others react when they do not speak fluently.

The development of stuttering varies considerably across individuals. Some children show significant difficulty with speech fluency within days or weeks of onset. Others show a gradual increase in fluency difficulties over months or years. Furthermore, the severity of children's stuttering can vary greatly from day to day and week to week. With some children, the disfluencies may appear to go away for several weeks, only to start again for no apparent reason. For teens and adults who stutter, the symptoms of stuttering tend to be more stable than they are during early childhood. Still, teen and adult speakers may report that their speech fluency is significantly better or worse than usual during specific activities.

About 75% of preschoolers who begin to stutter will eventually stop. Many children who "recover" from stuttering do so within months of the time their stuttering started. Nonetheless, there are some people who have stuttered for many years and then improve. Why some people recover is unclear, and it is not possible to say with certainty whether the stuttering symptoms for any particular child will continue into adulthood. Children's recovery from stuttering may happen when they receive speech therapy. The role of speech therapy in the recovery process needs to be studied further, however, because some preschoolers appear to recover without ever having seen an SLP. It is hoped that, with continued research, SLPs will someday be able to precisely answer questions about why and how recovery takes place, both with and without speech therapy.

How effective are treatments for stuttering?

ASHA produced a treatment efficacy summary on stuttering [PDF] that describes evidence about how well treatment works. This summary is useful not only to individuals who stutter and their caregivers but also to insurance companies considering payment for much needed services for stuttering.

What do SLPs do when working with individuals who stutter?

SLPs work to help people who stutter lessen the impact or severity of disfluency when it occurs. The goal is not so much to eliminate disruptions in fluency-which many people find difficult to do-but to minimize their impact upon communication when they do occur. People may be taught to identify how they react to or cope with breaks in speech fluency. They learn other reactions that will lead to fluent speech and effective communication. For instance, a person who often produces long, physically tense disfluencies would learn to modify these disfluencies so that they become fleeting, relatively effortless breaks in speech. As people become better at managing fluency in therapy, they practice the newly learned skills in real-life situations.

People usually find that these behavioral strategies are relatively easy to implement during therapy activities. In contrast, people may find that day-to-day fluency management-at least in the early stages of treatment-is hard work! Use of the various fluency management techniques requires mental effort. It is one thing to manage or monitor speech rate in a quiet, controlled setting like a therapy room, but quite another in a noisy, fast-paced office or classroom. For this reason, SLPs often work with family members, teachers, and others on what to expect from therapy. Generally, it is not reasonable to expect that a person who stutters will be able to monitor or control his speech fluency at all times of the day in all situations.

Traditionally, there has been some reluctance to treat stuttering during the preschool years. This reluctance has stemmed from at least two sources: the observation that many children "outgrow" stuttering, and the belief that therapy heightens a child's awareness of fluency difficulty which in turn increases the child's risk for persistent stuttering. Current thinking is somewhat different from these traditional views, however. It is now generally agreed that early intervention for stuttering is desirable. That said, an SLP still may recommend a "wait and see" approach for children who have been stuttering for only a few months and who otherwise appear to be unconcerned and at low risk for persistent stuttering. If treatment is recommended for preschoolers, the approaches taken usually are somewhat different from those used with older children and adults. For example, parents may be trained to provide youngsters with feedback about their speech fluency, praising the fluent speech ("That was very smooth!"), and occasionally highlighting instances of disfluent speech ("That sounded a little bumpy"). Parents and/or SLPs may model smooth speech. SLPs teach parents when, where, and how to implement these treatments. Recent research suggests that intervention programs like these are quite effective at reducing, if not eliminating, the symptoms of stuttering with preschoolers.

In addition to the approaches described above, a variety of assistive devices have been developed to help those who stutter speak more smoothly. Most of these assistive devices alter the way in which an individual hears his or her voice while speaking. The devices often are small, so that they fit in or behind a speaker's ear. Laboratory research suggests that some individuals who stutter speak more fluently when they hear their voice played back to them at a slight delay or at a higher or lower pitch, or when "white noise" is played into their ear as they speak. How effective these devices are in real-life settings continues to be studied. Early findings suggest that some people find some auditory feedback devices very helpful, while others do not. Research is ongoing to identify:

    why some people benefit from the devices more than others

    whether the devices can be made to be more effective

    how much improvement one might expect in fluency when a device is used either alone or with speech therapy

    whether the benefits last over time

More information on the role of the SLPis available:

    The Preferred Practice Patterns for the Profession of Speech-Language Pathology outline the common practices followed by SLPs when engaging in various aspects of the profession. The Preferred Practice Patterns for fluency disorder assessment and intervention are outlined in sections 30 and 31.

    ASHA developed a document outlining the role of the SLP in the treatment of stuttering. Guidelines for Practice in Stuttering Therapy also highlights what an SLP should know and be able to do in this area of practice.

In addition to treatment provided by SLPs, some people who stutter have found help dealing with their stuttering through stuttering self-help and support groups. In general, stuttering support groups are not therapy groups. Instead, they are groups of individuals who are facing similar problems. These individuals work together to help themselves cope with the everyday difficulties of stuttering.

Many such groups exist around the world. In the United States stuttering support groups have a long-standing and strong tradition of helping people overcome the burden of stuttering. Support groups often have local chapters that consist of anywhere from a few to a few dozen members who meet regularly (e.g., weekly or monthly) to discuss issues related to their stuttering. Some groups also have e-mail lists and chat rooms, newsletters and books, and annual conferences that bring together hundreds of people who stutter and their families.

Many support group members report that their experiences in the support group improve their ability to use techniques learned in therapy. Others report that the support group meets needs that their formal speech therapy did not meet. Thus, many people benefit from participating in treatment provided by an SLP and a stuttering support group. Indeed, most support groups have developed strong partnerships with the speech-language pathology community to promote and expand treatment options for people who stutter.

II.Personal Data

Name: Herman Dollete Sicapero

Age: 41

Birth date: January 1972

Birth Place:  Mabini Norte San Joaquin Iloilo

Mother: Emma Seron Dollete

Occupation: Huose wife

Father: Frncisco Blanco Sicapero

Occupation: Farmer

                                                                                                            Educational Attainment:   

Sisters:

Herna Sicapero Mondragon                                                              Elementary

 Hellen Sicapero Sibuan                                                                 Elementary

Brothers

Henry Sicapero                                                                              2nd year High School

Hommer Sicapero                                                                          1st year High School

Helario Sicapero                                                                             Elementary

Edgardo Sicapero                                                                           Elemantary

Jully Sicapero                                                                                  Elementary

Ambition: To bacome a Municipal Mayor

Hobbies: playing with his friends especially basketball

III.Family History

Herman and his family is a native resident of Brgy. Mabini Norte San Joaquin Iloilo. His father was came from Bulacan and his mother is a resident of Brgy. Mabini Norte. His parents was got married at the age of 18 his mother, 20 his father. Herman is the 7th child among 8 siblings. His other siblings are Jully, Edgardo, Herna, Helario, Henry, Hellen, and Hommer. Herman is the one among of three of them in his family that has a speech defect, stuttering. Homer and Henry has also this kind of defect. During their childhood stage Homer and Henry  were stuttering but they was recovered from it when they were on their adulthood stage. On the other hand only Herman was not recovering from this defect. When he was at the age of 20 he remain stuttering until now unlike his two brothers  they was recovered from it. Herman belongs to the simple but a joyful family. His family loves him even though he has this kind of defect. According to his parents stuttering is in their inheritance. His grandfather has also this kind of defect and stuttering was with him until his last breath. All brothers and sisters of Herman are lovable and they love Herman too much. Jully Sicapero is the oldest among them; he is 54 years old, then followed by Edgardo 52, Herna 50, Helario 48, Henry 45, Hellen 42, and  the youngest among them all Hommer 39 years old. Herman is a Brgy. Kagawad of Mabini Norte 5years ago until now. He have his own business that servers as the main source of their daily need. He live in his mother’s home because his father was already gone. He is still single from his teenage untol now because his goal is to take care is beloved mother.

IV.Developmental History

Herman Sicapiero as born through  “hilot” or by the traditional midwife. From his birth until he grows up his parents were taking care of him.  He starts to speak when he was in one and half year old. When he was in three years old his mother discovered the he was stuttering when he speak. His parent thought that it was an ordinary defect ant it will no9t persist at the long period of time. On the other hand it was became more severe when he growing up.

As the years pass by, his parents as well as he himself trying to accept the defect that he have. When Herman was five his parents were fully accept the truth that their child is stuttering.

Herman grown with few friends. He is shy to communicate with other people because when he speaks he stuttered. He must preferred to keep in silence than to put in shame.

V.Educational Development

During 1970’s there is no kinder or day care services that existed in the rural place most especially in the mountain part of the Municipality of San Joaquin. Herman was started his schooling at grade one level at 1979 in the month of June. He was studied at Igbangcal Elementary School, Igbangcal San Joaquin Iloilo. He was at the age of seven on that year. Since he was on grade one and grade two his mother go with him to his school. In school he speaks limited words and sometimes he keeps in silence because he was not comfortable to speak for he has a speech defect. When he was in grade three he tried to participate during their classroom discussion. He easily comprehends the lesson that they were discussing. When he was in grade four he receives a ribbon during their recognition day because he belonged in the top fifteen honor student. At his fifth grade he was motivated by his teacher Mrs. Jennifer Sicatin to sit on the front portion chair so that he could participate more during their classroom discussion. He was fourth honor student when he was in grade six and he was graduated with this honor. He didn’t continue his study in high school because of the financial problem of their family and also because of the distance of the school from their home. He only worked at the farm together with family.

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VI.Social and   Psychological Development

Herman is a shy boy. He feels ashamed to talk or interacting with other around him especially the persons he doesn’t know well. According to his mother when he was young he is very talkative boy when he was with his friends and his family. Herman grown up with love of his and he is very obedient especially in following the instructions of his parents. Sometimes other people insults him because of his speech defect but his mother sa well as his brothers were strongly protect him.

VII.Home Environment

Herman and his family is a native resident of Brgy. Mabini Norte San Joaquin Iloilo. Their house placed at the sitio of this barangay that they commonly called Mambus. Their home has a distance of four kilometers away from the Brgy. Proper. Walking is the only one way in order to reach their home. They just walk from Brgy. Proper to their home at least thirty minutes because their irs a mountain that they need to pass  so that they could reach their home. Their house is made up of bamboo tree and it’s sized is good enough for the size of their family. Their house is composed of five division, two bedrooms, the sala, the balcony and the restroom. Two rooms are for their sleeping place, one room is for his mother and female’s sibling and the other one is for him together with his brothers.  The sala has four sofa and one cabinet. The cabinet has a television and stereo set. The kitchen is placed on the back portion of their house near the restroom. The balcony serves as their visitor’s setting place. Around the house there are many planted trees especially the coconut tree. In the front of their house there is a garden which is planted by many kinds of flowers.  Their house is protected by the “kudal na kawayan” and it is safe from the attact of the typhoon or any other calamities.

VIII.Neighborhood and Peer Group

When Herman was a little child he has a few of friends in school but most of the children of their neighbor were his friends especially those child that the same age as him. Herman has two close friends when he was on his elementary grade. His friends were Romel and John Paul who were with him from the beginning until the end of his elementary grade. Herman told me that once there was a student that insults him and it was brought them in fight but his two friends helped him and protect him. His neighbor’s children love him even though he has an abnormalities in terms of speaking. Once his mother told to their neighbor, “salamat guid kaninyo kay bisan amo lang kadya bata ko gina palangga man ninyo.”

IX.School Environment

Herman was studied at Igbangcal elementary school, Igbangcal san |Joaquin Iloilo when he was in elementary. This school was established at 1875. it is only the nearest school in Brgy. Mabini Norte where Herman lives. Herman go to school everyday barefooted. From Brgy. Mabini Norte he traveled at least six kilometers before he reaches his school. This school is surrounded by the tall, big and green mahogany trees. It has 700 meters away from Brgy. Igbangcal Plaza. The very near house in this school has a distance of 500 meters. There is no jeepney, tricycle or Pedi cab that able to use for transportation. The buildings are not connected to each other. There are four buildings in this school. Each building is divided into two rooms. Building one is for grade one and grade two, building two is for gade three and grade four, building three is for grade five and grade six. The other one is the H.E. building. During Herman’s time there is no Principal’s office, no Library, no canteen in this school. There was one comfort room for the whole school. Herman told me that this school is very dangerous because according to him there were many creatures living in this place such as; white lady, capre, kamakama, aswang etc.

X.Action taken

The person who lives in the farm or in the mountain part has a little knowledge about medication. When Herman was a child and his parents was discovered that he has stuttering they do nothing for Herman. They didn’t even remember the word “padoktor” it is because of their beliefs and traditional practices. On the other hand they tried to brought him into the “albolaryo” the traditional doctor. The alblaryo consults him about his defect but the albolaryo said this line to his parents “natuyawan lang dya bata nyo” meaning it was harmed by the immortal creatures. The albolaryo gave them some medicine in order to cure the defect of Herman. Many months passed after they bought him into the albolaryo there are no changes in the defect of him, he still stuttering. His parent expects that it will disappear as what was happened to his two brothers. Unfortunately, the expectation of his parents was failed. From that time the best thing they only deed is to accept the truth that Herman Sicapero has a speech defect called “stuttering” .

XI.Analysis and Interpretation

Stuttering affects the fluency of speech. It begins during childhood and, in some cases, lasts throughout life. The disorder is characterized by disruptions in the production of speech sounds, also called “disfluencies.”

There are numerous factors why stuttering was acquired. This defect may be inherited and also the grammar skills is not fully develop.

Teachers can also help children with this defect through encouraging them to participate more in life activities and helping every individual to speak fluently and communicate effectively.

This defect is very common to male than female. For young children , it is important to predict whether the stuttering is likely to continue. If ever the parents notice something different the way their child speaks, they must take him/her to the personnel that could help his/her defect. An evaluation consists of a series of test, observation and interviews designed to estimate the child’s risk for continuing stutter.

Some examples of stuttering include:

    "W- W- W- Where are you going?" (Part-word repetition: The person is having difficulty moving from the "w" in "where" to the remaining sounds in the word. On the fourth attempt, he successfully completes the word.)

    "SSSS ave me a seat." (Sound prolongation: The person is having difficulty moving from the "s" in "save" to the remaining sounds in the word. He continues to say the "s" sound until he is able to complete the word.)

    "I'll meet you - um um you know like - around six o'clock." (A series of interjections: The person expects to have difficulty smoothly joining the word "you" with the word "around." In response to the anticipated difficulty, he produces several interjections until he is able to say the word "around" smoothly.)

XII.Recommendation

There are lots of factors that may affect in the development of language. Our parents, government, and school have a great influence on us.

To Parents:

·         Love your children despite of their defects.

·         Let them feel the spirit of belongingness and acceptance that they want to have.

·         Speak on your age as you talk your children, don’t “baby talk.”

·         The most important is to bring your child to the specialist for check up as early as possible.

To the Government:

·         Provide an institution that may help children with language or speech defects.

·         Provide a job wherein the person that has a language problem could work.

·         Promote the law that will inhibit discrimination.

XII. References:

·         https://www.google.com.ph/#hl=fil&safe=off&sclient=psy-ab&q=stuttering&oq=stuterr&gs_l=hp.1.0.0i10l3.1494.6753.0.8896.9.8.1.0.0.0.149.1005.0j8.8.0...0.0...1c.1.6.psy-ab.928nvlb00Qo&pbx=1&bav=on.2,or.r_qf.&bvm=bv.43828540,d.dGI&fp=c6cc54e0d69de2cf&biw=1024&bih=629

·         https://www.google.com.ph/#hl=fil&safe=off&sclient=psy-ab&q=stuttering+treatment&oq=stutteringtr&gs_l=hp.1.0.0i13j0i13i30j0i13i10i30j0i13i30.31979.32232.2.33486.2.2.0.0.0.0.135.256.0j2.2.0...0.0...1c.1.6.psy-ab.IW1wx4R04O8&pbx=1&bav=on.2,or.r_qf.&bvm=bv.43828540,d.dGI&fp=c6cc54e0d69de2cf&biw=1024&bih=629

·         https://www.google.com.ph/#hl=fil&safe=off&sclient=psy-ab&q=stuttering+causes&oq=stuttering+ca&gs_l=hp.1.0.0l3j0i30.546.1934.4.3339.2.2.0.0.0.0.260.380.0j1j1.2.0...0.0...1c.1.6.psy-ab.ZVMRUAFV-ko&pbx=1&bav=on.2,or.r_qf.&bvm=bv.43828540,d.dGI&fp=c6cc54e0d69de2cf&biw=1024&bih=629